PKB 3105

SPEAKING SKILLS

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KENDY AK DAVID SINGOD IDIL BIN MOHD PADZIR AHMAD SHARQAWI BIN ABDUL HAMID

KENDY AK DAVID SINGOD

IDIL BIN MOHD PADZIR

AHMAD SHARQAWI BIN ABDUL HAMID

 Speaking

is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking.

 Speaking

requires that learners not only know how to produce specific points of language such as grammar, pronounciation, or vocabulary(linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence).
is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable

It

Speaking
can

activities;

reinforce the learning of new vocabulary, grammar or functional language; give students the chance to use the new language they are learning; give more advanced students the chance to experiment with the new language they already know in different situations and on different topics.

There are three kinds of speaking situations in which we find ourselves: interactive, partially interactive, and non-interactive.

 Interactive

speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner.

 Some

speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood.

Some

few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast .

STAMMERING

DYSPHRAXIA

AUDITORY EXPRESSIVE LANGUAGE PROBLEMS

REPETITIVE

APHASIA

STAMMERING

Stammering is a problem with speech where you have trouble forming words. Often times children stammer as they learn to compute what they want to say into actual words.

Stammering refers to the condition where a person may not even be able to start a word. Example : "Th-th-th-th-ank you", "p-p-p-p-pick up the phone" .

Stammerer may find it difficult to utter particular words. Example : Particularly those starting with "C","D", "K","P", "Q" and "T.

What are the risk factors?

Family history

Have a close family member who stammers. If a young child has a stammer and also a close family member who stammers, his or her chances of that stammer continuing are much greater.

Time since stammering started

The longer the stammering continues the more likely it is that the problem will become long-term without professional help.

Sex of the person

Long-term stammering is four times more common among boys than girls.

Types Of Stammering

Repetitions of whole words. - but, but, but I dont want to Repetitions of single sounds. - w-w-w-when are you going home? Prolongations or stretching of sounds. - its at ssssssssssssschool

Automatic repetition of vocalization made by someone. Repetitive is closely related to echolalia. Echolalia is a speech disorder in which a person repeats words, phrases and sounds spoken by another person.

EXAMPLE OF ECHOLALIA
If somebody said to a person with echolalia, "It sure is a very nice day today," he or she would respond, "It sure is a very nice day today."

What is Aphasia

Aphasia is an impairment of language. An acquired communication disorder that impairs a persons ability to process language, but does not affect intelligence. Impairs ability to speak and understand others and most people with aphasia experience difficulty reading and writing.

Types of Aphasia

Global Aphasia Most severe form

Produce few recognizable words Understands little or no spoken speech Can neither read or write
Usually seen after patient has suffered a stroke and may rapidly improve if the damage has not been too extensive. Greater brain damage, more severe and lasting disability.

Types of Aphasia

Brocas Aphasia speech output severely reduced limited mainly to short utterances of less than four words
Vocabulary access limited Formation of sounds often laborious/clumsy May understand speech and be able to read but limited in writing Halting and effortful quality of speech

Types of Aphasia

Mixed non-fluent aphasia-Sparse and effortful speech resembling Brocas

Limited in comprehension of speech Patients do not read or write beyond an elementary level

Types of Aphasia

Anomic Aphasia Persons who are left with a persistent inability to supply words for the things that they want to talk about.
Significant in nouns and verbs Understand speech well most cases read adequately Poor writing ability

What causes Aphasia

More common than Parkinsons Disease, cerebral palsy or muscular dystrophy.

About 1/3rd of severely head-injured persons have aphasia.

Most common cause of aphasia is stroke about 23 40% of stroke survivors acquire aphasia.

DYSPRAXIA
Other names for dyspraxia include:
Developmental Co-ordination Disorder (DCD) Perceptuo-Motor Dysfunction Motor Learning Difficulties It used to be known as Minimal Brain Damage and Clumsy Child Syndrome.

Meaning Of Dyspraxia
Dyspraxia = difficulty with doing Dys means difficulty praxis means doing, acting

Developmental Coordination Disorder (Dyspraxia)

Performance in daily activities that require motor coordination is substantially below that expected given the persons chronological age and measured intelligence. This may be manifested by marked delays in achieving motor milestones. Examples : walking, crawling, sitting, dropping things

Verbal Dyspraxia
Developmental verbal dyspraxia is a condition where a person has difficulties in making and coordinating the precise movements which are used in the production of spoken language, although there is no damage to muscles or nerves. (Ripley, Daines and Barrett 1997).

Brain Functions
Left hemisphere
Symbols Speech & language

Right hemisphere
Concepts
Colour Music Shapes and Patterns

Sequencing
Sound processing Abstract thinking

Art
Creativity Visualisation Holistic thinking

REFERENCE
1.

Joan M. Harwell And Rebecca Williams Jackson (2008). The Complete Learning Disabilities Handbook Third Edition.United States Of America : Jossey Bass. Nesamalar Chitravelu Etc. Al. (2005). Elt Methodology Prinsipal And Practice Second Edition. Shah Alam Selangor. Oxford Fajar Bakti Sdn. Bhd. Victoria Fromkin Etc. Al.(2011). An Introduction To Language Ninth Edition. United States Of America Joanna Baker And Heather Strup (2003). Essential Speaking Skills. New York, London.Mpg Books Ltd, Bodmin, Cornwall. Retrieved 0n 15 january 2013 from http://www.nhs.uk/conditions/stammering/Pages/Introduction.aspx Retrieved 0n 18 january 2013 from http://www.asha.org/public/speech/disorders/aphasia.htm Retrieved 0n 18 january 2013 from http://myweb.tiscali.co.uk/shayjoe/dysphraxia.html

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